The Child as Musician: A handbook of musical development
Gary E. McPherson
Oxford University Press, Sep 24, 2015 - Psychology - 700 pages
The new edition of The Child as Musician: A Handbook of Musical Development celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory - both cutting edge and classic - in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills. The focus is on musical development from conception to late adolescences, although the bulk of the coverage concentrates on the period when children are able to begin formal music instruction (from around age 3) until the final year of formal schooling (around age 18). There are many conceptions of how musical development might take place, just as there are for other disciplines and areas of human potential. Consequently, the publication highlights the diversity in current literature dealing with how we think about and conceptualise children's musical development. Each of the authors has searched for a better and more effective way to explain in their own words and according to their own perspective, the remarkable ways in which children engage with music. In the field of educational psychology there are a number of publications that survey the issues surrounding child and adolescent development. Some of the more innovative present research and theories, and their educational implications, in a style that stresses the fundamental interplay among the biological, environmental, social and cultural influences at each stage of a child's development. Until now, no similar overview has existed for child and adolescent development in the field of music. The Child as Musician addresses this imbalance, and is essential for those in the fields of child development, music education, and music cognition.
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ability absolute pitch adolescents adults associated auditory autism behavior brain changes chapter child childhood children’s musical classroom cognitive context culture developmental Developmental Psychology effects emotional environment example expression fetal fetus global Hargreaves human important individual infants influence instrument interaction Journal of Music Juslin learners literacy McPherson meaning melody memory mentor motivation music education music engagement music learning music lessons Music Perception music performance music psychology music therapy music training music-making musical activities musical creativity musical development musical experiences musical identity musical play musicians musicianship neuroaesthetics neurotypical notation O’Neill Oxford University Press parents participants patterns perspective popular music practice prenatal Psychology of Music Research in Music responses rhythm role Schellenberg singing skills Sloboda social songs sound strategies structure teachers teaching theory traditional Trainor transcultural transformative music Trehub understanding vocal voice Welch York young children young people’s